Educational Technology

Almost every high educational system or university offers variety type of co-curriculum activities such academic clubs, music and entertainment, recreation and sports. These activities offer opportunities for students to learn the values of individual and group responsibility teamwork, physical strength and endurance, a sense of culture and community competition. After all, every high educational system or university should be seen as a transformative experience which students can prepare themselves to succeed in varied roles they will undertake in future life. Co-curriculum was constructed by the student as a central focus. Co-curriculum may be referred to as a planned or organised guild base to execute or carryout teaching and learning process, it relate to the entire process of educational system, school and society. Co-curriculum activities provide a channel for reinforcing the lessons learned not only in the classroom, at the same time student have the ability to apply academic skills in a real-world context, and thus considered part of a well-rounded education.

Co-curricular is a group activity which is the activities that extension plan of the process of teaching and learning in classrooms that provide an opportunity to add, consolidate and practice the knowledge, skills and values learned in the classroom (Fadzil & Ahmad, 2010). It is a platform to develop physical, emotional, spiritual and intellectual in line with the goals of the National Education Philosophy. Co-curricular plays an important role in education like fertilize of personality and unity. Participation of students as young people and folk in the country in co-curricular activities can cultivate goodwill, unity, national integration and inculcating good values indirectly and directly participating in such activities. This is in line with the second core in the Education Development Master Plan (PIPP) that is Developing Human Capital. Quality human capital is the main asset of the State to determine the future of the country and nation. It is also important in the formation of the concept of "One Malaysia" for unity among Malaysians of all races.

We do not choose our parents, and when one parent is impaired by alcohol most of the time, this brings developmental challenges for the young adolescent. Alcoholism occurs in India as in other nations, but here there is a greater sense of shame attached to it. This present study looks at the experience of adolescent sons living with an alcoholic parent by means of a qualitative phenomenological design. The sample were selected using purposive sampling. Thematic network analysis is used to analyse data. This involved organizing the data to three levels reflecting salient themes i.e. basic, organizing and global themes. Semi structured interview with five adolescent aged seventeen to twenty were recruited from Bangalore city. Five global themes emerged form the analysis – need for praise, building self esteem, support, religious faith and belief, being misunderstood by others. What stood out was the boys accepted that alcoholism was a disease and that it was not their father’s fault, and remained loyal to their parents.

Within a decade, the grammar learning process and learning outcomes at English education department students of IAIN Bukittinggi found some problems. The class was still held in lecturer-centered. The research design used is Research and Development (R&D). To develop the instructional product, the researcher applies Four-D Model by Thiagarajan et.al, that is Define, Design, Develop, and Disseminate. The product testing is carried out at the third semester English education department students of IAIN Bukittinggi. The instruments used in this research are interview, observation, tests and questionnaires. To qualify the three products, the experts of grammar for content, language and layout examine the validity, the practicality and the effectiveness of the textual enhancement model of grammar instruction, lecturer’s manual and students’ workbook. The research findings exhibit students’ need analysis and prototype model of TEBGIM.

This study was designed to investigate interventions that were being introduced by secondary school heads in effective implementation of Information and Communication Technology (ICT) in Mutasa District of Manicaland in Zimbabwe. The study population comprised forty-two secondary schools with a combined enrolment of around ten thousand two hundred students and thirty secondary school heads. Purposive sampling was used to select ten secondary schools and thirty-seven teachers for detailed study. An entirely qualitative research design was used since the researchers were dealing with unstructured and non-numeric data. The researchers used questionnaires, interviews, observation and document analysis to elicit data that wereneeded to provide responses to research questions. The major findings were that although school heads had generally embraced ICT at their schools, they did not have proper ICT qualifications and were not fully equipped to deal with all issues that would lead to meaningful interventions. School heads did not have adequate knowledge on ICT and very little was being done to address the situation through in-service programmes. It was also noted that school heads faced a multiplicity of problems which heavily militated against the smooth introduction of ICT in schools. Most of the problems emanated from the fact that these schools did not have solid revenue bases. It was also observed that the attitude of the head was a pivotal factor that determined the manner and extent of ICT usage at a school. The mind-set of the head was seen as being very instrumental in encouraging teachers to embrace or ignore ICT. This research also revealed that there were other external forces that compelled school heads to introduce ICT at their schools. This study strongly recommends that responsible authorities for schools and the Ministry of Primary and Secondary Education in Zimbabwe should come up with serious measures that assist school heads to procure ICT appliances and learn about them.

The present study attempts to know the level of preference towards values between male and female students of different B.Ed. College in Tamil Nadu. The investigator has employed the survey method for collecting the data by using the well-designed and validated research tools for primary data collection. The tools have been administered to a random sample of 900 B.Ed college students in Tamil Nadu. The main objectives of the study is to find out the preference on values such as, economic, political, theoretical, social, religious and aesthetical values. The result reveals that the economical and political values are correlating with gender. The researcher has offered suitable suggestions to the stakeholders and policy makers pertinent to the findings of the study

The objective of this present paper is to analyze the relational thinking process of the Junior High School Students with field-dependent and –independent cognitive styles in solving mathematical problems. Two students were chosen as the research subject, one with dependent- cognitive style, the other, independent cognitive style. The data were collected through in-depth interviews after the subjects solved mathematical problems. All data were video-recorded. The credibility of the data was obtained through meticulous or continuous/consistent observations and time triangulation and analyzed using a flow model consisting of three-path activities occurring simultaneously: data reduction, data presentation and conclusion drawing. The results of the analysis showed that the relational thinking process of the field dependent student in solving mathematical problems is done by making relation among and in the three core elements: understanding the problem, answering the questions and reviewing, meanwhile, the field independent student, besides building relation among and in the three core elements like the field dependent students, chose some strategies.

Participatory decision making is a management style which can be identified as a motivator which can lead to increased productivity in organizations. The purpose of this study was to investigate teacher participation in decision making in secondary schools in Baringo district. Descriptive survey design was adopted. The study population comprised of 42 secondary schools, all the Head teachers, class teachers and teachers in these schools. The sample comprised 13 schools selected through simple random sampling, 13 Head teachers and class teachers who were purposively selected while 104 teachers were selected using simple random sampling technique. Data collection instruments comprised of questionnaire with closed and open ended questions and semi structured interview schedules. Data was analyzed qualitatively and quantitatively using descriptive statistics. The major findings of the study were that teachers were not involved in decision making as they desired; that most head teachers viewed participatory decision making negatively and indifferently; that teachers were willing to take part in decision making and that there are a combination of factors that hinder effective teacher participation in decision making.

The main purpose of this study was to investigate the effectiveness of postgraduate diploma in teaching (PGDT) program graduates in utilizing various Active Learning Methods (ALMs) in their class room instruction. Descriptive survey research design that involves both quantitative and qualitative data types was employed. The participants of the study comprised 261 teachers, 21 principals & supervisors each which were selected using stratified, purposive and available sampling techniques respectively. Questionnaire, key informant interview, observation checklist and document analysis were the data collecting tools. The finding of the study revealed that, PGDT graduates were somewhat effective in utilizing various ALMs as the overall observed mean score of the respondents (2.03) was slightly above the expected mean value (2.0). Moreover, it was found out that; lecturing, group discussion, and questioning & answering techniques were the most frequently utilized ALMs with mean score 3.08, 2.90 and 2.89 respectively. Furthermore, the association between teaching experience of PGDT graduates and their level of utilizing different ALMs was not significant (r = 0.06, p=0.32 which is >0.05). T-test value t(257) =0.23, p=0.07 > 0.05) indicated that, there was no significant mean difference between male and female PGDT graduate teachers in utilizing ALMs in class room though the observed mean score of male PGDT graduates (mean=40.9) was relatively higher than their female counterparts (mean=35.0).

The Kenyan government’s directive to schools to use mother tongues as the main language of instruction in lower primary school classes has received support and dissent in equal measure among the country’s education stakeholders. Teachers unions and sections of Kenyan society fear it will promote ethnic division, and separate children along tribal lines.